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All Journal ELT Worldwide: Journal of English Language Teaching ELS Journal on Interdisciplinary Studies in Humanities Randwick International of Social Science Journal Madaniya Journal of Innovation in Educational and Cultural Research TRANS-KATA: Journal of Language, Literature, Culture, and Education Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam ARRUS Journal of Social Sciences and Humanities JTechLP Tamaddun Studies in English Language and Education Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Leksema: Jurnal Bahasa dan Sastra International Journal of Language, Education, and Literature (IJLEL)
Sukardi Weda
Department Of English Language, Faculty Of Languages And Literature, Universitas Negeri Makassar, Indonesia
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Teaching English Listening Comprehension Using The Flipped Instruction Model Nindi Rika Riani; Nurdin Noni; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ckfekr63

Abstract

This study investigated students’ difficulties and explore students’ perceptions regarding the use of the Flipped Learning Model in a junior high school English listening class. The study used a quantitative descriptive approach, utilizing two validated questionnaires: one to measure perceived difficulties and the other to assess students’ perceptions of the learning model. Participants were 24 eighth-grade students who were learning English listening with a Flipped Learning Model, where learning materials were accessed before class and class time was dedicated to interactive activities. The results revealed that the majority of students (99%) classified their experience with the Flipped Instruction Model as “Very Easy,” with a mean difficulty score of 34.00 out of 40. Students’ perceptions of the Flipped Instruction Model were overwhelmingly positive, with 50% classifying their attitudes as “Very Positive” and the remaining 50% as “Positive.” The mean perception score was 30.42 out of 40. Students particularly valued the preparation phase, reporting that studying the material before class made them feel more prepared, increased their independence, and increased their engagement during class discussions. Flexibility, easy access to resources, and opportunities for reflection and repetition were highlighted as key benefits. While most students felt supported by their teachers and peers, some expressed a need for more direct guidance during class sessions, suggesting that a balance between autonomy and scaffolding is important. These findings support the existing literature that the Flipped Learning Model can reduce cognitive and affective barriers to language learning by allowing repeated exposure to materials and fostering a supportive and interactive classroom environment. The structure of the model not only facilitates comprehension but also promotes motivation, self-directed learning, and metacognitive awareness among students. However, the study also noted the importance of addressing external factors such as the home learning environment to maximize the benefits of flipped learning. In conclusion, the Flipped Learning Model proved to be highly effective and well-received in the context of an English listening classroom for junior high school students. The model minimized perceived difficulty, increased student engagement and motivation, and was positively received by learners. These results suggest that the Flipped Learning Model is a feasible and promising strategy for improving listening comprehension and should be considered for wider implementation in language education.
Teacher And Students Interaction: An Exploration of Politeness Strategies sutyrajmi s; Murni Mahmud; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/cx4a8w11

Abstract

Politeness constitutes a system of social interaction designed to facilitate interpersonal relationships by minimizing the potential for conflict and resistance across various human activities. This research aims to (1) identify the types of politeness strategies employed by teachers and students in class X1.3 at SMAN 1 Gowa,. The study adopts a descriptive qualitative approach, utilizing classroom observation and audio recordings as methods for data collection. The data were analyzed and categorized based on the politeness strategy proposed by Brown and Levinson (1987), which includes four main types: bald-on-record, positive politeness, negative politeness, and off-record strategies.The result of the study reveal one research question: (1) All four types of politeness strategies were employed by the teacher, with positive politeness emerging as the most frequently used strategy.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Ade Surya Anugrah; Syarifuddin Dollah; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ftrjfg07

Abstract

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.
The Effect of Social Media on English Language Learning Study in Indonesian Secondary Education Wulan Nia Umrah; Sukardi Weda; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/rrqz5206

Abstract

Social media has become the most influential media used by society. Social media changes the way people communicate and access information. Although not directly created for educational purposes, social media has attracted the attention of educators, especially in the field of English language learning. Several studies have concluded that social media can be used as a medium in English classes. However, to use social media effectively, it is important to know the influence and effects of social media on students as a reference. Therefore, this study was conducted to explore and determine the effects of social media on Indonesian high school students, the use of social media for English language learning. A total of 30 students from one of the High Schools in North Kolaka were involved in this study. This study uses a qualitative and quantitative approach with a case study design using questionnaires, interviews, and observations as data collection methods. The results showed that students in this study used social media to improve their English. They chose YouTube as the most widely used social media to learn English. Furthermore, some of them also use other social media such as TikTok, Facebook, Instagram. They stated that social media provides a source of English content to practice their English skills, expand their vocabulary and pronunciation. They also stated challenges in using social media for learning, such as internet connection issues, privacy, and inappropriate content. Keywords: Social media, English learning, Indonesian secondary schools, language learning.
Evaluating the Implementation of the Merdeka Curriculum through Inquiry-Based Learning in English Classes at SMAN 8 Makassar Lubna Rundangi K. Arafah; Sukardi Weda; Chairil Anwar Korompot
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/4vs0jz38

Abstract

This study evaluates the implementation of the Merdeka Curriculum in English language instruction at SMAN 8 Makassar, focusing on the application of Inquiry-Based Learning (IBL). Using a qualitative descriptive approach, data were collected through classroom observations, interviews with one English teacher, and two students with differing academic performance levels. Findings indicate that IBL fosters critical thinking, engagement, and independent learning among students. Both teacher and student perceptions were predominantly positive, though challenges such as limited time and student unfamiliarity with the IBL approach were noted. The study concludes with practical recommendations for enhancing IBL-based English instruction within the framework of the Merdeka Curriculum.
Exploring EFL Teacher 'Strategies to Accomodate Students'Learning Styles Andi khofifah Andi Pogeng; Sukardi Weda; Muhammad Hasbi
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/zaghfv88

Abstract

Teaching English in classes where students have different learning styles poses special challenges for teachers. Some students learn better through visual aids, others through listening, speaking, or moving actively. Therefore, understanding and applying appropriate teaching strategies to accommodate these diverse learning styles is essential. This study aims to explore the strategies used by an EFL teacher to address students’ varied learning preferences in an English classroom at SMAN 2 Pangkep. This research employed a qualitative descriptive study design. The subject of this study was one English teacher who teaches tenth-grade students. Data were collected through classroom observation and interviews, the strategies used by the teacher include using pictures and illustrations, referring to textbooks with visuals, occasional use of the internet, and encouraging group discussions. The findings reveal that these strategies helped maintain student engagement and supported different learning styles, even though the teacher did not formally assess them. This study highlights the importance of teacher awareness and adaptability in meeting students’ varied ways of learning in the EFL context.
Sources of Teacher Self-Efficacy in Teaching Phonics to Young Learners Ryan Andisky Asrul; Sukardi Weda; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/1a8f9g21

Abstract

This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction, identify the factors that shape those beliefs, and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers selected through purposeful sampling. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Bandura’s (1995) four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional states—and Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Mastery experiences, particularly students’ reading progress, were the strongest source of confidence. Other contributing factors included collaboration with peers and encouragement from parents and colleagues. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.
Teachers’ Responses to the Challenges and Problems in English Reading Faced by the Students Suspected with Dyslexia. Asmah Dien Amaliah; Sukardi Weda; Sahril
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/b2hn9078

Abstract

Reading difficulties experienced by students suspected of having dyslexia remain a critical issue, especially in contexts where English is taught as a foreign language. Although existing studies describe the cognitive and linguistic features of dyslexia, limited attention has been given to how teachers respond to these challenges in real classroom situations, creating a gap between theory and practice. This study aims to address this gap by examining teachers’ responses to the English reading problems encountered by students suspected of dyslexia at SMP Negeri 2 Sinjai. Using a qualitative descriptive design, data were collected through classroom observations, interviews with English teachers, and analysis of relevant documents. The findings reveal that these students struggle with decoding, phonological awareness, fluency, and overall comprehension, often requiring additional time and support to understand reading texts. Teachers employed several strategies, including phonics-based instruction, vocabulary reinforcement, simplified reading materials, and individualized assistance. However, the study also found that many teachers lacked sufficient knowledge about dyslexia and had limited access to specialized training, resulting in inconsistent instructional approaches. In conclusion, the study underscores the need for stronger teacher preparation, more structured literacy interventions, and clear guidelines to better support students suspected of dyslexia in developing their English reading skills
Academic Help-Seeking Behavior of University Students in the EFL Classroom Muhammad Fachri Zulqadri; Murni Mahmud; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/m5yxvb51

Abstract

This research investigates the academic help-seeking behavior of university students in EFL classroom, focusing on lecturers’ perceptions, the impacts of help-seeking, and the factors that influence students’ willingness to seek assistance. This study is grounded in the understanding that help-seeking is an essential self-regulated learning strategy that supports students in overcoming academic challenges, particularly in complex areas of English language learning. Using a qualitative descriptive approach, data were collected through interviews and focus group discussions with an English lecturer and six sixth-semester students at Universitas Islam Negeri Makassar. The findings reveal that students tend to avoid direct help-seeking from lecturers due to fear of judgment, embarrassment, and cultural norms that associate asking for help with weakness. Instead, they rely more on peers, internet sources, and AI tools. Lecturers perceive this behavior as a challenge that can hinder deep understanding and timely clarification. Nonetheless, when students do seek help, it positively impacts their learning by improving comprehension, boosting confidence, fostering engagement, and enhancing academic performance. The study also identifies several factors influencing help-seeking behavior, including self-efficacy, prior experiences, peer perception, cultural stigma, availability of academic support systems, and lecturer student relationships. In conclusion, academic help-seeking plays a crucial role in supporting EFL students’ language development. Creating a supportive learning environment, normalizing help-seeking, and improving access to academic resources are essential for encouraging students to seek assistance as a productive and strategic learning behavior.
UNCOVERING GREEN FLAG CONCEPT OF ATLAS CORRIGAN IN IT STARTS WITH US Sri Rahmadani Basri; Sukardi Weda; Muh Safar Nur
Journal of English Literature and Linguistic Studies Vol 4, No 2 (2026): Journal of English Literature and Linguistic Studies (JELLS)
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v4i2.84349

Abstract

The concept of green flag in romantic relationships has gained increasing attention as a representation of healthy and supportive partner. However, its application in literary studies, particularly in relation to masculinity remains underexplored. This study aims to analyze the representation of the green flag concept in relationships through the character of Atlas Corrigan in the novel It Starts With Us by Colleen Hoover. It also highlights how Atlas’s actions and behaviors reflect green flag traits and demonstrate a form of non-hegemonic masculinity within a contemporary social context. This study adopts a sociological approach in literature, which sees literary works as a reflection of social realities, cultural values, and norms of interaction that exist in society. The theoretical framework applied includes the concept of the green flag in relationships, Judith Butler's (1990) theory of Gender Performativity, as well as research on masculinity. This research method uses a descriptive qualitative approach with data sourced from dialogues, narratives, and character interactions of Atlas Corrigan that are relevant to the focus of the research. Data were collected using a close reading technique and analyzed using thematic coding based on the green flag indicators, gender performativity, and masculinity type. The findings show that atlas consistently demonstrates green flag traits such as empathy, healthy communication, respect for boundaries, and emotional support. These repeated behaviors construct a non-hegemonic masculinity that is more egalitarian and supportive, reflecting a shift in contemporary social values toward healthier romantic relationship and more inclusive masculine identities in popular literature. This study contributes to literary studies by offering a new perspective on positive masculinity and encouraging the inclusion of healthy relationship representations in literary works.
Co-Authors Abdul Halim Ade Surya Anugrah Agus Rahmat Ameliya Ramadhani Andi Amiruddin Amiruddin Andi Anto Patak Andi Elsa Fadhilah Sakti Andi Elsa Fadhilah Sakti Andi Khofifah Andi Pogeng Andi Muhammad Irawan Andi Ratu Nurhazana Arifuddin Hamra Arisman, Rizal Asmah Dien Amaliah Baso Jabu, Baso Dwi Husnul Khatima Fadillah Ayu Natasya Fahmi Gunawan Fathu Rahman Fatimah Hidayahni Amin Fitriyani Fitriyani Bakri Geminastiti Sakkir Haryanto Atmowardoyo Indah Paramitha Indah Iskandar Iskandar Abdul Samad Iskandar Iskandar Jakob, Juvrianto Chrissunday Joko Abadi Simamora Khairunnisya Ilyas Korompot, Chairil Anwar La Sunra Lubna Rundangi K. Arafah Maemuna Muhayyang Mardiyanah Nasta Muh Safar Nur Muh. Hasbi Muh. Soghirun Muhalim Muhammad Fachri Zulqadri Muhammad Fikri Haikal Putra Muhammad Hasbi Muhammad Nasiruddin Sainu Muliati Muliati Murni Mahmud Nindi Rika Riani Nur Imam imam Nur Malikul Mulki Rahman Nurdin Noni Nurjihan Nabilah Noor Nurmawti Nurmawati Nurwaliyah Dwi Arhama Rizki Ananda Rossydi, Ahmad Ryan Andisky Asrul Sahril Siti Sarah Fitriani, Siti Sarah Sitti Wahyuni Saing Sitti Zakiyah Amrullah Sri Rahmadani Basri Styana Ika Wahyuni sutyrajmi s Syamsir bin Ukka Syarifuddin Dollah Tree Wahyuni Mandan Wulan Nia Umrah